Lighting candles in the dark: social workers unlocking doors to learning in locked spaces

Prison education is globally recognized as a pathway to rehabilitation, yet in Nigeria it remains fragile and inconsistently supported. This study examined how social workers sustain educational programs in two Southeast Nigerian prisons, framed as “lighting candles in the dark.” Situated within an interpretivist paradigm and guided by empowerment theory, it adopted a qualitative design. Data were generated through semi-structured interviews with 10 inmates and 6 social workers, aligned with qualitative standards in restricted institutional contexts, and supplemented by non-participant observations. Transcripts were analyzed using Braun and Clarke’s reflexive thematic analysis to capture shared patterns and nuanced experiences. Findings revealed that inmates relied on social workers for psychological support, encouragement, and identity reconstruction, while social workers mobilized scarce resources, negotiated institutional barriers, and advocated access amid systemic neglect. Despite overcrowding, canceled classes, and lack of recognition, social workers enacted forms of empowerment that sustained programs and enabled transformative identity shifts from “offender” to “student.” Beyond its local focus, the study contributes to global debates on rights–based social work, showing how practitioners promote inclusion and rehabilitation in coercive settings. It underscores the dual burden faced by inmates and professionals, affirming social workers’ central role as catalysts of resilience and reintegration.